ENGLISH II: THEMES IN LITERATURE AND COMPOSITION
GRADE 10
EWING PUBLIC SCHOOLS
2099 Pennington Road
Ewing, NJ 08618
Board Approval Date:
Produced by:
TBD
Kelly Kawalek, District Supervisor
Michael Nitti
Superintendent
In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been
reviewed and found to be in compliance with all policies and all affirmative action criteria.
Table of Contents
Page
Program Description
1
Unit 1: Multi-Genre Thematic Study with Literature and Informational Texts
2
Unit 2: Research Simulation Tasks, Literary Analysis Tasks and Writing
Across Multiple Sources
7
Unit 3: Informational, Explanatory or Expository Writing
12
Unit 4: Argument Writing
17
1
Program Description
Students enrolled in Grades 9-12 in The Ewing Public Schools are required to take four years of
English Language Arts. The English curriculum requires that students work toward College and
Career Readiness with the support and guidance of a highly-qualified teaching staff and English
classes are tiered so the skills necessary for students to be successful beyond high school
progress from English I through English IV in a structured way. The three goals for our
secondary English program are the following: 1) to help students read and comprehend grade
level texts independently, 2) to assist students with text-based thinking and writing and 3) to
empower students with a love of reading.
Within all English courses, students read fictional works of literature and informational texts,
often considering how one text supports or refutes another; a thematic approach to reading and
writing allows students to make these connections. Students write daily; the purpose of student
writing is for them to inform, argue, analyze, express or entertain an audience. They work to
make sense of literature or information by continually reading, thinking and discussing big ideas.
Students read and write daily, sometimes with teacher support, often independently.
Scope and Sequence for Units of Study:
Specific pacing information is included within each unit of study for Grades 9-12.
2
Unit 1: Multi-Genre Thematic Study with Literature and Informational Texts [Pacing: 20
Days; some are embedded into other units of study]
Why Is This Unit Important?
In English II, several themes are overarching and applicable to myriad texts read by students.
These topics include the development of identity when an individual interacts with others
including those with whom they disagree, the dangers and realities of absolute power and the
struggle of individuals and groups to win freedom. Within these broad topics, the literature has
been broken up into more specific themes: ourselves and others; absolute power; and hardwon liberty. Many stories fall into multiple thematic categories, so it is expected that students
make connections between this wide array of literature, informational texts and their lives so
they see literature as a continuous dialogue in which the authors are making commentaries
about the society in which we live. The themes that serve as focal points for literary study in
English II are:
Theme 1: Ourselves and Others (15 days)
Theme 2: Absolute Power (25 days)
Theme 3: Hard-won Liberty (25 days)
The Big Ideas embedded in this unit include:
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Common themes are shared among works of literature and can often be connected to
contemporary society as well as one’s personal experience.
There is often a connection between a work of literature, the historical context of the
author’s life and the social environment in which the work was produced.
An author’s craft directly relates to his or her use of specific literary elements. A reader
must be aware of the interaction between literary elements and how those interactions
work to develop theme.
The study of literature and informational texts within all three themes will help readers
recognize the realistic and serious effects, both positive and negative, of one’s actions.
Enduring Understandings:
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Readers must recognize literal and implied information provided within and beyond a
text, reflect upon the information provided and infer beyond a text to determine the
theme or central idea of a work.
There are common themes that extend across myriad works of literature and can often
connect to current events and personal experiences.
The specific elements of a work of literature and the conscious choices made by the
author, specifically and significantly impact the meaning of the work as well as the
connections made by the reader to the work. It is a reader’s responsibility to read
actively, recognize these elements and analyze the work to recognize the development
of theme.
Reading nonfiction texts helps to build background knowledge or to enhance the reading
experience, further enabling a reader to more thoroughly analyze information provided in
a work of fiction.
3
Essential Questions:
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Is there always a 'correct' theme when analyzing a text?
How can a reader utilize information obtained through nonfiction reading to enhance
comprehension of a fictional text? Why is such information important?
In what manner do literary devices, including but not limited to symbolism and imagery,
contribute to the overall theme(s) of the works?
In what manner do individuality and identity become essential in a world of conformity?
What role does society have in shaping the individual?
Is man inherently good or evil?
Acquired Knowledge:
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Figurative language is used to furnish new effects or add fresh insights into an idea or a
subject.
Writers can play with time (i.e., flashback) to develop mood or to add suspense or
tension to a story.
Internal and external conflicts have an impact on individual characters and on a work as
a whole; in order to fully understand the theme of a work, a reader must make
connections between those conflicts and connect them to the society in which the work
was composed.
Reading nonfiction texts (i.e., biography of an author, information about an historical time
period, informational text about a specific event, etc.) enables a reader to synthesize
information and analyze a work of fiction more thoughtfully, thus more accurately
interpreting a writer’s central idea or theme.
There are common themes that extend across works such as developing identity
through knowing oneself and interacting with others, recognizing issues related to
absolute power and celebrating hard-won liberty.
Acquired Skills:
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Extrapolate examples of figurative language (i.e., hyperbole, imagery, metaphor,
oxymoron, personification, simile, symbol, understatement) and explain how the
language adds effect or insight to the idea, subject or theme presented.
Identify how the use of various literary devices (i.e., alliteration, allusion, onomatopoeia,
personification, etc.) contribute to the themes, conflicts and characterizations in texts.
Analyze setting and characterization to construct meaning of how characters influence
the progression of plot and resolution of conflict, ultimately leading to the theme of the
literary work.
Identify and analyze the components of propaganda and manipulation of language and
explain how such writing helps in the development of theme.
Identify the forms of political, social, sexual, and/or religious censorship that exist in
contemporary society and explain how censorship impacts identity development or
social justice.
Major Assessments:
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Essay writing to compare themes within or between works (benchmark)
Journal writing, text-based reading response writing
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Narrative writing (i.e., transform a passage into a different genre, rewrite dialogue
between characters, create an original story inspired by a particular text or a thematic
study)
Tests or quizzes including written responses to open-ended questions
PowerPoint, Prezi or other digital presentation analyzing the development of a theme or
central idea in one or more literary works or informational texts
Instructional Materials:
Thematic
Study
Collections (Houghton Mifflin
Harcourt, 2017)
• *“What, of This Goldfish,
Would You Wish?” by Etgar
Keret (required)
• “The Lottery” by Shirley
Jackson
Ourselves
and Others
• Court Opinion by William J.
Brennan from Texas v.
Johnson Majority Opinion
• Editorial by Ronald J. Allen
“American Flag Stands for
Tolerance”
• *Excerpts from Shakespeare’s
The Tragedy of Macbeth
(required)
• *The Color of Water
by James McBride
• *The House on Mango
Street by Sandra
Cisneros
*Students are to read
either The Color of
Water or The House on
Mango Street during this
unit of study.
• Shakespeare’s Julius
Caesar (required)
Additional Texts or
Materials
• A Little Piece of Sky
by Nicole BaileyWilliams
• Video: “People don’t
believe I am
Japanese” says Miss
Japan – BBC News
• “Theme for English B”
by Langston Hughes
• Nazi propaganda
• Animal Farm by
George Orwell
Absolute
Power
• 1984 by George
Orwell
• *“Letter from Birmingham Jail”
by Dr. Martin Luther King
(required)
Hard-Won
Liberty
Core Books
• Argument by Mohandas K.
Gandhi from “Letter to Viceroy,
Lord Irwin”
• Fahrenheit 451 by Ray
Bradbury
• The Hunger Games by
Suzanne Collins
• A Lesson Before
Dying by Ernest J.
Gaines
• Antigone by
Sophocles
• “Bile” by Christine Lee Zilka
Interdisciplinary Connections:
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Informational texts will be infused into literature lessons (i.e., news stories, texts from
databases or other reliable sources, etc.).
Cross-content reading in the areas of science and technology will undoubtedly help
students to understand the significance of symbols and images in science fiction or
dystopian literature.
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Both world and American history will be infused into these units of study. Teachers are
encouraged to communicate with teachers in the history department to share ideas and
resources, as students enrolled in English II typically take U.S. History the same year.
Technology Connections:
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Collections online resources, A&E videos, student ebooks and close readers
Students can submit work related to Collections in their ebook; all other written work can
be completed and submitted through Google Drive.
District databases found on the District Discover Page
(http://www.ewing.k12.nj.us/site/Default.aspx?PageID=71) provide informational
resources and websites for literary criticism and reviews
Common Lit (https://www.commonlit.org/) is a website with thousands of literary and
informational texts and resources geared to students in middle or high school.
Excerpts from the video adaptations of books (e.g., The Hunger Games, Macbeth, Julius
Caesar) can be used to meet RL.9-10.7 (Analyze the representation of a subject or a
key scene in two different artistic mediums, including what is emphasized or absent in
each).
Websites such as Docs Teach (https://www.docsteach.org/) provide primary and
secondary source documents that can be infused into all three thematic units of study.
Accommodations or Modifications:
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The Collections series provides differentiated texts and resources to support students
and to accelerate learning for students who need extension activities.
Utilizing graphic organizers while reading will assist students in focusing on what the
teacher feels is key information. Dependent readers often struggle with what is
'important,' so providing a graphic organizer helps them to focus. Differentiating graphic
organizers holds all students accountable for extrapolating key information from a text
but provides flexibility for the teacher, allowing him/her to meet the diverse needs of
students within a classroom.
Many of the suggested readings and required titles are available on audio CD or eBook
download. Providing such resources allows auditory learners the ability to learn within
their preferred learning style. It is important to note that an audio recording is not
intended to replace reading the work, rather as an additional support for students.
Video versions of literature read in class (i.e., Julius Caesar, Macbeth) can be used to
support struggling readers or to help students learn the strategy of visualization when
reading. It is important to note that a video is not intended to replace reading the work,
rather as an additional support for students.
Teachers can adopt and utilize different versions of the same text and can differentiate
the reading materials to meet students’ need.
Differentiated class assignments will help to meet the needs of various learners.
Applicable 2010 Common Core State Standards:
•
Reading Standards for Literature: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.910.5, RL.9-10.6, RL.9-10.9, RL.9-10.10
•
Reading Standards for Informational Texts: RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4,
RI.9-10.5, RI.9-10.6, RI.9-10.9, RI.9-10.10
6
Writing Standards: WS.9-10.2a, WS.9-10.2b, WS.9-10.2c, WS.9-10.2d, WS.9-10.2e,
WS.9-10.2f. WS.9-10.4, WS.9-10.5, WS.9-10.9a, WS.9-10.9b
•
Benchmark Assessment: Multi-Genre Thematic Study with Literature and Informational
Texts:
All three of the themes that served as a focus for this unit of study, Ourselves and Others,
Absolute Power and Hard-Won Liberty, can be seen not only in the literature studied, but also
when considering the history of our country. Select three texts read during this unit of study,
including both literary and informational works and connect those texts to a time period, episode
or series of events in American history.
Text Title and Author
Literary or
Informational
Connection to American History
Text 1
Text 2
Text 3
How are these three texts connected to one time period, episode or series of events in American
History?
7
Unit 2: Research Simulation Tasks, Literary Analysis Tasks and Writing Across Multiple
Sources [Pacing: 20 Days; some are embedded into other units of study]
Why Is This Unit Important?
Synthesizing information from a variety of different sources, connecting research to literature
and supporting a thesis with details written in one’s own words or cited from its original source
are essential skills in reading and writing. The Big Ideas included in this unit of study are:
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A clearly written thesis statement will convey the main idea of an essay or research
paper.
Details extrapolated from different sources and from different kinds of sources (i.e.,
books, newspapers, videos, radio addresses, speeches, internet resources, etc.) must
be used to support a thesis statement; synthesis of information from a variety of sources
is key.
Details obtained when reading an informational text may provide insight into the analysis
of a particular work or an author’s body of work.
Providing in-text and parenthetical citations for newly acquired information obtained
through research is necessary to avoid the accusation of plagiarism.
Writing a narrative, argumentative or informational essay including information
synthesized from multiple sources is a skill that will carry a student through high school
and into college.
Enduring Understandings:
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A research simulation task (RST) requires that students synthesize information across
informational sources and respond to a text-based question using evidence from multiple
sources. A literary analysis task (LAT) requires the same cross-source writing, but it
involves works of fiction rather than works of information.
The main idea of an entire RST or LAT must be summarized in one sentence; this is
called the thesis statement. The remainder of the RST or LAT must provide informational
support for this statement.
Primary sources (i.e., speech, interview) differ from secondary sources (i.e., biography,
book, informational video) in that primary sources were created during the time under
study while secondary sources interpret or analyze primary sources. Each has value, but
each must be considered and used differently.
Plagiarism, also known as literary theft, is defined by Merriam-Webster in the following
way: to steal and pass off (the ideas or words of another) as one's own; to use
(another's production) without crediting the source.
In-text and parenthetical citations are used to credit an original writer for his or her words
or thoughts.
Essential Questions:
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How does one summarize the thoughts presented in an entire research or literary essay
in only one sentence?
What is the benefit of a primary source over a secondary source or vice versa?
How do you utilize informational sources to support a literary analysis?
8
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What impact does the historical and/or social context in which a text was written have on
the meaning of the text itself?
How is plagiarism of literary works similar to copyright infringement related to music
lyrics?
How can a writer synthesize information from myriad sources rather than write about
each source in isolation?
Acquired Knowledge:
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The key ideas presented in a research simulation task (RST) or literary analysis task
(LAT) must clearly connect to and support the thesis statement.
The thesis statement must be supported with well-chosen, relevant and sufficient facts,
extended definitions, concrete details, quotations or other information and examples.
Details to support the thesis must be synthesized from multiple print and digital sources,
all of which are credible and accurate.
Primary and secondary sources can be used to obtain information that will help a reader
to more thoroughly understand the life of a writer, the times in which an author lived and
wrote and the work that a writer produced.
The historical and social context surrounding a specific text influences the overall
message or meaning of that text.
Note cards and source information help a writer to organize notes and sources in order
to organize the paper and avoid plagiarism.
Precise language and domain-specific vocabulary help the writer to sustain a formal
style and objective tone while managing the complexity of the research topic.
The conclusion of the research essay or term paper must flow logically from the
information presented or explanation provided.
To avoid plagiarism, one must give credit to an original source by providing in-text or
parenthetical citations.
Acquired Skills:
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Craft a thesis statement that identifies the main idea of the paper and is supported by all
ideas and details presented in the paper
Utilize well-chosen, relevant and sufficient facts, extended definitions, concrete details,
quotations and other examples to support the thesis statement
Gather relevant information from multiple print and digital sources using advanced
search features; assess the credibility and accuracy of each source and quote or
paraphrase the information.
Differentiate between primary and secondary sources, using each kind of source
appropriately, to support a literary analysis
Synthesize information related to a specific topic, the time period in which a text was
written or a topic was generated or researched and the social context in which the text or
topic was developed
Quote or paraphrase data and conclusions obtained through research and provide
explanations in one’s own wording
Utilize note cards and source information when conducting research and taking notes
Include in-text or parenthetical citations to avoid accusations of plagiarism
Use precise language and domain-specific vocabulary that sustains a formal, objective
style to manage the complexity of the topic
9
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Draft a conclusion section that flows logically from the information and explanations
presented in the RST or LAT
Apply the rules of Standard English presented through mini-lessons as well as those
offered during teacher conferences when drafting and when editing his/her draft
Major Assessments:
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RSTs or LATs embedded into the reading units of study in this curriculum
PARCC Scoring Rubric for Prose Constructed Response Items: Research Simulation
Task and Literary Analysis Task (benchmark)
Graphic organizers such as Cornell Notes, outlines, etc.
Teacher conferences, observations and anecdotal notes
Self-editing, peer-editing or teacher-feedback sheets
Instructional Materials:
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RSTs and LATs embedded into the Collections units of study
Graphic organizers such as Cornell Note sheets or outlines
Citation Samples
Self, peer and teacher revising and editing checklists
Quest-specific project description sheets or assessment rubrics, which are aligned to
expectations and levels of rigor expected when using the PARCC rubric
Research materials including online resources, district databases, books and videos
o
NOTE: It is recommended that English teachers involve the Media Specialist
during the research process.
Interdisciplinary Connections:
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The expectations specified for completion of Research Simulation Tasks (RSTs) in
English class mirror those specified for completion of Document Based Questions
(DBQs) in history. Teachers are expected to title any RST-DBQ using both initials to help
students make connections to the skills required in both classes.
RST training has been provided for teachers of the humanities, so short texts can be
provided and cross-source writing can be expected.
Before reading a literary work, it is customary to research the life of the author and the
time period in which the work was written. Doing so allows a reader to read the work
through an informed lens. RSTs or LATs can be developed based upon a specific work,
author or time period to frontload a text or as a summative assessment after a work is
completed.
Technology Connections:
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Online resources and district databases to conduct research
Videos to add research opportunities for visual learners
Released RST and LAT prompts and proficient student responses from the PARCC
assessment online at https://prc.parcconline.org/assessments/parcc-released-items
Students can draft, revise and edit, peer review and publish with the Collections ebook
or within Google Drive
10
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Websites such as Easy Bib (www.easybib.com) and Works Cited for You
(www.workscited4u.com) help students to format a works cited page by asking them to
key information into blanks.
Websites such as StudyGuide.org (www.studyguide.org/MLAdocumentation.htm) and
the Purdue Online Writing Lab
(https://owl.english.purdue.edu/owl/resource/747/01/)provide links to help students see
samples of parenthetical citations as well as works cited pages.
Accommodations or Modifications:
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Using graphic organizers such as blank outlines, note cards or works cited organizers
will help students to focus on the correct information and will ultimately help them to
organize their research paper.
Exemplary research essays or essay templates provide support for struggling readers
and writers. Providing exemplary benchmarks is a best practice that helps students to
more thoroughly understand expectations and provides a model for them to use as a
guide.
Individual teacher conferences enable a teacher to provide specific feedback to
students; doing so supports the struggling writer while challenging the gifted one.
Applicable 2010 Common Core State Standards for English Language Arts:
•
Reading Standards for Literature: RL.9-10.1, RL.9-10.2
•
Reading Standards for Informational Texts: RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.9
•
Writing Standards: WS.9-10.2a, WS.9-10.2b, WS.9-10.2c, WS.9-10.2d, WS.9-10.2e,
WS.9-10.2f, WS.9-10.4, WS.9-10.5, WS.9-10.8, WS.9-10.9a, WS.9-10.9b, WS.9-10.10
11
Benchmark Assessment Rubric:
12
Unit 3: Informational, Explanatory or Expository Writing [Pacing: 15 Days; some are
embedded into other units of study]
Why Is This Unit Important?
This unit will focus on the craft of informational, explanatory, expository essay writing and will
help students to develop the skills needed to effectively communicate with an audience. The
purpose of informational/explanatory/expository essay writing is for the writer to synthesize
information from primary and secondary sources and craft an essay that serves one of three
purposes: 1) to increase a reader’s knowledge of a subject, 2) to help a reader better
understand a procedure or process or 3) to provide a reader with an enhanced comprehension
of a concept. The Big Ideas embedded through this unit are:
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The main idea or central focus of the essay must be clearly articulated in the thesis and
that thesis must be supported with facts obtained from reliable and unbiased sources.
Thoughts presented in the essay must be organized logically and coherently; transitions
must be smooth and must occur naturally.
A writer’s selection of words is one of the most important factors he/she must consider
when writing; precision of language and use of domain-specific vocabulary are essential
with informational writing.
Strong essays must meet certain criteria (i.e., the opening and closing are evident, main
idea is clearly expressed and is supported with specific details, word choice is powerful
and language is skillfully used, voice is clear and powerful, sentence structure is used
correctly, a consistent verb tense is maintained throughout a piece and Standard English
is used effectively) to be considered proficient.
Writers continually revise and edit their work to improve their writing, specifically
focusing on organization, development, voice, word choice, sentence structure and the
conventions of writing.
Enduring Understandings:
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A topic must be supported using relevant facts, definitions, concrete details, quotations
or other information and examples obtained from reliable and unbiased sources.
When drafting an informational piece, a writer must attend to task, purpose and
audience and must maintain an appropriate style and tone.
A writer’s voice and word choice must be passionate and powerful so his/her message is
clearly conveyed.
Writing is never 'done' and can always be improved. It is a recursive process, so writers
can move from stage to stage, either forward or backward.
Essential Questions:
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What is the purpose of informational/explanatory/expository writing?
What differentiates essay writing from other forms of writing (i.e., narrative, prose or
poetry, memoir etc.)?
How does a writer support his or her thoughts without repeating himself or herself? How
does one use support to strengthen a work?
What makes a source more 'reliable' than another?
Why is it important to consider audience and purpose when organizing one’s writing?
13
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What does the literary term voice mean? How does one include voice in his or her
writing?
Why is vivid and precise use of language so important?
What is Standard English and why is it important to use Standard English in academic
writing?
Acquired Knowledge:
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The author’s purpose with informational/explanatory/expository writing is to provide
information to a reader that increases his/her knowledge, help him or her to better
understand a process or procedure or provide a reader with an enhanced understanding
of a concept.
Specific evidence must take the form of facts, statistics, quotes or details and must be
obtained from reliable, unbiased sources.
Key ideas must be connected to the topic and must flow with transitions from one point
to the next, creating cohesion and clarifying information and ideas.
Precise language, domain-specific wording and technical wording (where appropriate)
will help to sustain a formal objective style that is straightforward and appropriate for a
reader seeking information.
A concluding paragraph or section must flow logically from the information or explanation
provided, restate the main idea and summarize key points, all without repeating what
was already stated or introducing new information.
Acquired Skills:
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Create a thoughtfully worded thesis that communicates the main idea of an informational
essay
Support a thesis with well-chosen, relevant and sufficient facts, extended definitions,
concrete details, quotations or other information and examples
Evaluate sources for reliability and possible bias before deciding from which source to
record information; use only reliable, credible and unbiased sources
Connect all key ideas to the topic and/or writing prompt utilizing transitions, thus clearly
creating fluency and cohesion
Utilize precise language, domain-specific wording and technical wording (where
appropriate) to communicate information in a formal, objective style and tone
Include compositional risks (i.e., anecdote, rhetorical question, development of mood,
etc.) that create a voice appropriate to the audience and purpose
Draft a conclusion paragraph or section that flows logically from the information or
explanation presented in the essay and effectively concludes thoughts presented in the
work, all without repeating what was already stated or introducing new information
Apply the rules of Standard English presented through mini-lessons as well as those
offered during teacher conferences when drafting and when editing his/her draft
Benchmark or Major Assessments:
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Informational Writing Rubric adapted from Collections, 2017 (benchmark)
Graphic organizer, note-taking sheets, etc. to assess pre-writing
Teacher conference, observations and anecdotal records
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Writer’s notebook
Self-editing, peer-editing or teacher-editing checklists
Instructional Materials:
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Collections (Houghton Mifflin Harcourt, 2017)
Text-specific prompts will be embedded into literary or informational units of study
Graphic organizers
Interdisciplinary Connections:
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•
One method a writer can use to support his/her argument is to provide evidence from
history or science. Thus, including the history or science teacher in the discussion of
informational writing is key. Co-planning and co-teaching lessons on how to support
one’s opinion using evidence from history would provide a wonderful co-teaching
opportunity.
Contemporary events that connect to historical or scientific topics also provide an
opportunity for cross-content reading and writing.
Technology Connections:
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Students can be provided time on the computer to research a particular topic
District databases are available for students to ensure reliability of sources
All student drafting, peer and self-revising and editing, teacher feedback and publishing
can be completed in Google Drive
Support resources (i.e., A&E videos, informational writing prompts and texts, etc.) are
provided in the Collections online teacher resource kit
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
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Topics can be differentiated based upon student interest, complexity of content, etc.
Students can also be asked to choose a topic to investigate and research to serve as the
focus of an informational essay.
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
Models and mentor texts must be provided so that students struggling with a concept or
who are reluctant writers have exemplars surrounding them; individual or small group
conferences provide time for a teacher to help students make connections between a
mentor text(s) and their own writing.
Gifted writers and thinkers can be challenged to think beyond the literal by providing
them with insightful, powerful, somewhat challenging quotes as the focus of explanatory
essays. Students can also be given time to conduct research on the history,
interpretation and use of selected quotes.
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List of Applicable Common Core State Standards for English Language Arts
•
Writing Standards: WS.9-10.2a, WS.9-10.2b, WS.9-10.2c, WS.9-10.2d, WS.9-10.2e,
WS.9-10.2f, WS.9-10.4, WS.9-10.5, WS.9-10.9
Benchmark Assessment: Informational Writing Rubric*:
4 - Exceeding
The introduction
engages the
audience and
introduces a clear
topic and thesis
statement.
IDEAS AND
EVIDENCE
ORGANIZATION
The topic is
thoroughly
developed with
relevant facts,
concrete details,
quotations and
examples from
reliable sources.
3 – Meeting
The introduction
could do more to
engage the
audience, but it
introduces a clear
topic and thesis
statement.
The topic is mostly
developed, but one
or two key points
could use more
elaboration.
Graphic and
multimedia
elements are clear,
relevant and aid in
understanding (if
applicable).
Graphic and
multimedia
elements are
relevant to the
topic, but could be
clearer and more
helpful (if
applicable).
The conclusion
clearly follows from
and supports the
information
presented.
The conclusion
mostly follows from
and supports the
information
presented.
The organization
follows an effective
and logical pattern
throughout the text.
The organization is
confusing in a few
places but mostly
follows a pattern.
Appropriate and
varied signal words
and transitions
clearly show
connections
between related
ideas.
A few more signal
words and
transitions are
needed to connect
related ideas;
signal words and
transitions could be
more varied.
2 - Developing
The introduction is
dull; the topic and
thesis are not
clearly expressed.
Most key points
need more
elaboration; some
facts, details,
quotations or
examples are not
relevant to the
controlling idea.
Graphic and
multimedia
elements are
distracting and do
not aid in
understanding (if
applicable).
The conclusion
partially follows
from the
information
presented but
leaves loose ends
for the reader.
The organization is
logical in some
places but often
doesn’t follow a
pattern.
Signal words and
transitions are
repetitive; they do
not effectively
connect related
ideas.
1 - Emerging
The introduction is
missing.
Facts, details,
quotations and
examples are from
unreliable sources,
are irrelevant to the
controlling idea or
are missing.
Graphic and
multimedia
elements are
missing or not
related to the topic
(if applicable).
The conclusion is
missing or does not
follow from the
information
presented.
A logical
organization
strategy is not
used; information is
presented
randomly.
Transitions and
signal words are
not used, making
the text difficult to
understand.
16
4 - Exceeding
The writing reflects
a formal style and
objective tone.
Language is
precise, vivid and
appropriate to the
topic’s complexity.
Sentence
beginnings, lengths
and structures vary;
the writing has a
rhythmic flow.
LANGUAGE
Spelling,
capitalization and
punctuation are
correct.
Grammar and
usage are correct.
3 – Meeting
The style becomes
informal in a few
places and the tone
is not consistent.
Language could be
more vivid or
precise, but still
expresses the
writer’s meaning
and fits the topic.
Sentence
beginnings, lengths
and structures have
some variety.
Several spelling,
capitalization and
punctuation
mistakes occur.
Some grammatical
and usage errors
appear.
USE OF
SOURCES
All information was
obtained from
reliable, credible,
unbiased sources.
*Adapted from Collections (2017)
Most information
was obtained from
reliable, credible,
unbiased sources.
2 - Developing
The style becomes
informal in many
places and the tone
often loses
objectivity.
1 - Emerging
The style is
inappropriate and
the tone is
disrespectful or
offensive.
Overly general
language is used in
many places; some
descriptions are
vague.
Language is too
general and vague
to convey the
information.
Sentence
structures barely
vary and some
fragments or run-on
sentences are
present.
Spelling,
capitalization and
punctuation are
often incorrect but
do not make
reading the text
difficult.
Grammar and
usage are incorrect
in many places, but
the writer’s ideas
are still clear.
Some information
may have been
obtained from
unreliable or biased
sources.
Repetitive sentence
structure,
fragments and runon sentences make
the writing hard to
follow.
Spelling,
capitalization and
punctuation are
incorrect
throughout.
Many grammatical
and usage errors
change the
meaning of the
writer’s ideas.
The student did not
evaluate sources
for reliability or
bias.
17
Unit 4: Argument Writing [Pacing: 15 Days; some are embedded into other units of
study]
Why Is This Unit Important?
This unit will focus on the craft of argumentative essay writing and will help students to develop
the skills needed to effectively persuade an audience. Topics presented for
argumentative/persuasive written responses may be based upon age-appropriate controversial
issues, current events or controversial topics that reveal themselves when reading the literature
or informational texts assigned in class. The Big Ideas embedded through this unit are:
•
•
•
•
The purpose of argument writing is for a writer to clearly and powerfully communicate his
or her position to a reader and to support that position with factual information (i.e.,
history, scientific evidence, current events, information presented in literature) in order to
support his/her argument.
The ideas presented in the essay must support a clearly worded thesis (purpose).
Strong essays must meet certain criteria including the following: the opening and
closing are evident; main idea is clearly expressed in the thesis, is maintained
throughout the essay and is supported with specific details; word choice is powerful and
language is skillfully used; voice is clear and powerful; sentence structure is used
correctly; a consistent verb tense is maintained throughout a piece; and Standard
English is used effectively.
Writers continually revise and edit their work to improve their writing, specifically
focusing on organization, development, voice, word choice, sentence structure and the
conventions of writing.
Enduring Understandings:
•
•
•
•
•
•
A thesis statement is the main claim that a writer is making (i.e., a position or argument)
and is supporting throughout the essay.
Support can take the form of definitions, details or quotations, must be factual and must
be retrieved from a reliable source.
A writer must be cognizant of task, purpose and audience and must maintain an
appropriate style and tone throughout the piece.
A writer’s selection of words is one of the most important factors he/she must consider
when writing; knowledge of one’s audience and precision of language are essential.
A writer’s voice must be passionate and powerful so his/her message is clearly
conveyed.
Writing is never 'done' and can always be improved. It is a recursive process, so writers
can move from stage to stage, either forward or backward.
Essential Questions:
•
•
•
What is the purpose of argumentative essay writing? What differentiates argument
writing from other forms of writing (i.e., informational, expository, narrative, speculative)?
Why is it important to consider task, audience and purpose when organizing one’s
writing?
How can one utilize evidence from literature when supporting one’s position in an
argumentative piece?
18
•
•
•
What does the literary term voice mean? How does one include voice in his or her
writing?
Why is vivid and precise use of language so important?
What is Standard English and why is it important to use Standard English in academic
writing?
Acquired Knowledge:
•
•
•
•
•
•
•
To demonstrate a comprehensive understanding of the topic, one must support a claim
with valid reasoning and detailed, relevant and sufficient evidence from credible sources.
An effective argument not only acknowledges the opposing point of view, but also
distinguishes it from the opposing claim and respectfully discredits it.
Both claims and counterclaims must be presented fairly, evidence for each must be
supplied and strengths and limitations of both are necessary, all while avoiding common
logical fallacies and propaganda devices.
Predicting the audience’s knowledge and level of concern is essential and must be
addressed when presenting claims and counterclaims.
Argumentative essay writing sustains a formal style and objective tone based solely on
fact.
The voice a writer projects in an argumentative piece must be passionate and
convincing; the voice must match the purpose.
A concluding paragraph or section must flow from the argument and end powerfully (i.e.,
call to action, symbolic ending, reconnection to the beginning, etc.).
Acquired Skills:
•
•
•
•
•
•
•
•
Read information related to a topic or issue and determine a position based upon
relevant facts from reliable sources
Use credible sources when supporting a position, fully explain the relevance of both
claims and counterclaims and present a logical, detailed explanation of reasoning while
avoiding common logical fallacies and propaganda devices
Provide both claims and counterclaims, anticipating the level of knowledge and concerns
of an audience and addressing such issues, culminating in an argument.
Utilize transitions (e.g., words, phrases, clauses) to link major sections of the text and
create cohesion while noting the differences between claims and counterclaims so the
writer does not change 'positions'
Maintain an objective style and tone appropriate for the purpose and audience of the
piece
Write with a passionate, authentic and convincing voice that is appropriate to purpose
and audience
Draft a conclusion paragraph or section that flows naturally from the argument, ends
powerfully and attempts to leave the reader thinking (i.e., call to action, symbolic ending,
circular ending, etc.)
Apply the rules of Standard English presented through mini-lessons as well as those
offered during teacher conferences when drafting and when editing his/her draft
Benchmark or Major Assessments (Benchmark Assessment):
•
•
Argument Writing Rubric adapted from Collections, 2017 (benchmark)
Graphic organizer such as a Roman Numeral outline
19
•
•
•
Teacher conference, observations and anecdotal records
Writer’s notebook
Self-editing, peer-editing or teacher-editing checklists
Instructional Materials:
•
•
•
•
Collections (Houghton Mifflin Harcourt, 2017)
Articles or texts presenting multiple sides or interpretations of debatable or controversial
issues
District databases including Facts on File: Issues and Controversies
Self, peer and teacher revising and editing checklists
Interdisciplinary Connections:
•
•
•
•
Argumentative essay prompts can connect to topics that are presented in other content
areas.
Environmental issues such as pollution and recycling can be addressed
Controversial issues connect to the first amendment and freedom of speech can be
discussed in history class
Seatbelt laws or drug testing in schools easily connect to content discussed in health
classes.
Technology Connections:
•
•
•
Lessons and resources to help students develop evidence-based arguments are
available on websites such as Read Write Think
(http://www.readwritethink.org/professional-development/strategy-guides/developingevidence-based-arguments-31034.html) and Achieve the Core
(http://achievethecore.org/category/330/student-writingsamples?filter_cat=503&sort=dlc).
District databases such as Facts on File: Issues and Controversies
All student drafting, peer and self-revising and editing, teacher feedback and publishing
can be completed in Google Drive
Accommodations or Modifications for Special Education, ESL or Gifted Learners:
•
•
•
•
Writing prompts can be differentiated based upon student interest, difficulty of content,
etc. Students can also be asked to self-select the topic of their argumentative essay,
especially when initially introducing form and structure; providing choice has been shown
to motivate reluctant writers.
In the writing workshop, mini-lessons provide guidance for students to improve their
writing. Such mini-lessons are planned based upon the needs of the students, thus
incorporating differentiation into planning and instruction.
Individual conferences are held, at which time teachers model good writing and provide
individual instruction and/or feedback to students to meet each child’s individual needs.
Such a format supports the struggling writer while challenging the gifted writer.
Models and exemplary benchmarks must be provided so that students struggling with a
concept or who are reluctant writers have exemplars surrounding them; individual or
small group conferences provide time for a teacher to help students make connections
between a mentor text(s) and their own writing.
20
•
Gifted writers and thinkers can be challenged to write about content-based persuasive or
argumentative essays. This could potentially require gifted readers and writers to
conduct research, read nonfiction texts, synthesize information, evaluate research for
bias, form his/her own opinion and then write a response in a structured way.
List of Applicable Common Core State Standards for English Language Arts
•
Writing Standards: WS.9-10.1a, WS.9-10.1b, WS.9-10.1c, WS.9-10.1d, WS.9-10.1e,
WS.9-10.4, WS.9-10.5, WS.9-10.9, WS.9-10.10
Benchmark Assessment: Argument Writing Rubric*:
IDEAS AND
EVIDENCE
4 - Exceeding
The introduction
engages the
audience; the claim
is precise and
clearly states a
position on an
issue.
3 – Meeting
The introduction could
do more to grab the
audience’s attention;
the claim states a
position on an issue
but could be more
precise.
Logical reasons
and relevant,
sufficient evidence
convincingly
support the writer’s
claim.
Most reasons and
evidence are relevant
and support the
writer’s claim.
Opposing claims
and counterclaims
are developed fairly
and thoroughly and
supported with
relevant evidence.
ORGANIZATION
The conclusion
logically follows up
on the main ideas
of the argument
and restates the
claim.
Reasons and
evidence are
organized logically
and consistently
throughout the
argument.
Transitions create
cohesion and
logically connect
evidence and
reasons to the
claim.
Opposing claims and
counterclaims are
developed fairly, but
their supporting
evidence could be
addressed more
thoroughly.
The concluding
section mostly follows
up on the main ideas
of the argument and
restates the claim.
The organization of
reasons and evidence
could be clearer in a
few places, but it is
mostly easy to follow.
A few more transitions
are needed to connect
evidence and reasons
to the claim; the text
could be more
coherent.
2 - Developing
The introduction is
not engaging; the
claim identifies an
issue, but the
writer’s position is
not clearly stated.
The reasons and
evidence are not
always logically
connected to the
writer’s claim.
Opposing claims
are identified, but
counterclaims are
not developed
fairly or addressed
thoroughly.
The concluding
section includes
an incomplete
summary of the
main ideas and
claim and leaves
loose ends for the
audience.
The organization
of reasons and
evidence is weak
in several places.
More transitions
are needed to
connect evidence
and reasons to the
claim; the text is
incoherent in
some places.
1 - Emerging
The introduction
is missing or does
not include a
claim.
Supporting
reasons and
evidence are
missing or are not
connected to the
claim.
Opposing and
counterclaims are
neither identified
nor developed.
The concluding
section is missing.
A logical
organization is
not used; reasons
and evidence are
presented
randomly.
Transitions are
not used, making
the argument
incoherent and
difficult to
understand.
21
LANGUAGE
4 - Exceeding
The writing has an
appropriately
formal style and an
objective tone.
3 – Meeting
The style becomes too
informal in a few
places and the tone is
uneven.
Persuasive
techniques are
used appropriately
and effectively
throughout the
argument.
Some effective
persuasive techniques
are used.
Sentences have a
variety of
beginnings, lengths
and structures.
They flow
rhythmically.
Spelling,
capitalization and
punctuation are
correct.
Sentences are
correctly structured
and complete, but
could have more
variety and flow.
Some capitalization
and punctuation
mistakes occur.
Some grammatical
and usage errors are
repeated in the
argument.
USE OF
SOURCES
*Adapted from Collections (2017)
Few effective
persuasive
techniques are
used or some
techniques are
used
inappropriately.
Sentence
structures have
very little variety
and some
fragments or runon sentences are
present.
Several spelling
and capitalization
mistakes occur
and punctuation is
inconsistent.
Grammar and
usage are correct.
All information was
obtained from
reliable, credible,
unbiased sources.
2 - Developing
The style and tone
are inconsistent
and the style
becomes too
informal in many
places.
Most information was
obtained from reliable,
credible, unbiased
sources.
Grammar and
usage are
incorrect in many
places; the writer’s
meaning is still
clear.
Some information
may have been
obtained from
unreliable or
biased sources.
1 - Emerging
The style and
tone are
inappropriate for
the argument.
Persuasive
techniques are
missing or used
inappropriately.
Repetitive
sentence
structure,
fragments and
run-on sentences
make the writing
hard to follow.
Spelling and
capitalization are
often incorrect
and punctuation
is missing.
Many
grammatical and
usage errors
change the
meaning of ideas
and make the
writing hard to
understand.
The student did
not evaluate
sources for
reliability or bias.